SpringBoard: Common Core Crap

I recently had the unfortunate opportunity to examine a SpringBoard assignment, sent to me by a concerned parent with a child in seventh grade.  SpringBoard is the latest and greatest curriculum creation of The College Board which is led by no less than David Coleman, the well known architect of the Common Core. 

Their website states, "SpringBoard is fully aligned to the Common Core State Standards and helps all students and teachers reach the goals of the Common Core Initiative. The Common Core Standards provide the “what” in the form of required achievements for students. Curriculum materials must provide the “how” to help students achieve the standards outlined." 

Ch Ching.

This particular assignment from SpringBoard was titled Writing Workshop. I found this to be highly intriguing as I spent my entire teaching career using Writer's Workshop with my students, and finally supporting teachers in implementing the many fine nuances found within this complex teaching practice. Writer's Workshop allows for authentic writing as the students engage in the writing process and culminates in publication for a real audience. To the observer who knows little about Writer's Workshop, it may appear as an extremely messy process, but the highly skilled teacher understands the incredible organization that is needed to implement such a workshop successfully. Let's just say - it ain't easy. The process is full of writing, reading, talking, brainstorming, sharing and giving feedback, within a room that has a constant buzz filled with the energy of ideas and the empowerment of the student voice.  All in all, it is beautiful. The high level of engagement is contagious – the urgency and excitement with which ideas are expressed – the smiles, the struggles and the support of the learners as they work together in groups to revise their writing pieces - it is authentic learning. One minute the teacher is sharing her own writing by thinking aloud as she writes on chart paper, the next she is with a small group, then she is roving, and finally she is conferencing with individual students. The children are fluid – they move from space to space – they have command of their work, their resources - and they know what they need to do to in order to meet their own personal writing goals.

Sigh….

Those were the days…

Please see the following screen shots from SpringBoard, a new college and career ready curriculum that is followed lockstep by teachers. Students at home can log in and print out assignments and get their questions addressed online. Needless to say, this is unlike any Writer's Workshop I have ever seen. Best practices, such as Writer's Workshop, will be destroyed at the hands of Common Core because it simply will not fit into the mold needed to create measurable data.

In this first screen shot the children are asked to create a graphic of the writing process. I am unsure why this is necessary, if they are indeed engaged in their own authentic writing process, which - call me crazy - would indeed be its own graphic, now wouldn't it? I am sure that struggling readers will be hell bent on addressing the "recursive" nature.

Here, the student is asked to explore his/her topic further. Notice the language such as "persona." Notice the word "mode."  I am wondering how second language learners and struggling readers might do on this assignment - let alone the typical 7th grader?!!?  I am wondering how this graphic will create scripted writing as students fill it out, plugging in strong verbs as demanded, simply to be done with this as quickly as possible. In addition, children plan differently as they consider their writing. Often a child has a killer writing idea and the format comes later. Writing is messy. It cannot be contained in a worksheet. The "role of the writer" is really beyond me - should they take on a new identity or something in order to "establish a connection with your readers?" And "establish a connection" - talk about a buzz kill if you even fathomed having a good writing idea.

Now see the fill in the blank - I can promise you that my students never filled in a blank in their draftbooks let alone on a god forsaken worksheet like this one. Throwing plates yet?

 

Don Murray would cringe to see his name on this. Of course he is correct - often writing does bounce along - fast -  and there is nothing better than a scripted worksheet such as this to shut down that momentum. Note the last line - "Write a draft to develop points in the preliminary organizational structure?"  What??? What is this language? Do they know who their audience is? These are seventh grade students!! Not business men planning a power point for a board meeting!

And last but not least, directions for meeting in writing groups - I simply can't imagine being able to speak a coherent sentence on my own after being given this lockstep process for participating in a group. But you see, that is the goal here - teacher proof curriculum with all teachers on the same page every day, complete with a lockstep process for students to follow rather than think. Follow, don't think. 

As I said earlier, Writer's Workshop is a messy yet highly organized teaching process. It cannot be jammed into a curriculum nor can it be force fed to children. The results of this assignment are easy to anticipate - children will treat this like any other good worksheet. They will do what they need to do in order to get the grade and they will not engage (how could they?) and then they will run as quickly as they can from any mention of future writing experiences. 

This, you see, is the new world of the Common Core. We must oppose it, refuse it, deny it, defy it, f$#@ing expose it for what it is whenever we can by educating parents and teachers about the profit to be made through the creation of nonthinking, soul destroying worksheets such as these. This is not simply a set of standards - it is a set of standards designed to allow corporations the ability to create common children via common curriculum and common assessments which will be used to drain our public schools of money as they attempt to abide by the guidelines of Race to the Top. There will be more tests - many more tests - as Common Core infiltrates our schools and profits billionaires while privatizing public education. The expense will be immense and will assist in the profiteers' plans to starve the public schools while using our tax dollars to dismantle what is left. Their goal is to move as quickly as they can, take as much as they can, before we wake up and realize we've been screwed. SpringBoard is simply one example of many more to follow.

And the casualties? The children of course. Always, the children.

Sitting Ducks in Suburbia

I attended my son’s middle school Back to School Night this past week; you may recall that this is Sam’s first year in a public school.  I especially enjoy these events because as a former public school teacher, I enjoy hearing teachers speak, I love being in their classrooms and I most definitely want to let them know I appreciate their talents, education, dedication and time spent working with our children.

During my fifteen years of teaching my last five were spent teaching teachers and administrators in the public schools. A few of my responsibilities included training teacher leaders in the classroom, supporting administrators in classroom observation as well as providing professional development for districts.  Of course the more I learned the less I knew – but that is how it is with good teaching.  I have now been out of teaching for almost seven years and last night it fed my soul to hear our teachers speak. And because I know what to look for and listen for in a classroom, I have a different take on Back to School Night, as my fellow teacher readers will understand.

What is most fascinating about my child’s school is that I have been told it is not a good school – that it is simply mediocre.  I have actually been discouraged from sending my child there by some in my community, even in the light of their high test scores. Yet, what I heard and saw last night was seven exceptional teachers that my child is incredibly lucky to have. My child has a teacher with decades of teaching experience who said that his goal every day is to learn something new. His science teacher understands that science is best experienced hands-on and that his students – including my lucky son – should be in the laboratory nonstop. My son has a teacher who understands brain-based learning. He knows that stress and fear shut down any opportunity to retain or comprehend new learning. My son has an art teacher who has them keep art journals and hangs the following Picasso quote on her wall, “Painting is just another way of keeping a diary.” She also understands that small class size is essential to student focus. His language arts teacher values the importance of silent reading and writer’s workshop. Sam is the lucky recipient of a real P.E. class – unlike many children across this country - none of it is online (yes the absurdity of online P.E. does exist). Sam’s social studies teacher has already had them do a project which involved research and writing that connected Sam personally to history by focusing on the day he was born.  These projects will be displayed in the school’s hallways. Sam is in the school orchestra. Sam tells me that his principal is funny and is always smiling. These are the first impressions I have of my son's school.

I worry about our district. They are fairly sheltered from the storm that surrounds them.  I have already put up my umbrella in anticipation and have opted Sam out of 3 tests: Reading Counts, MAP and TCAP.  I opt out because I support public schools – I will not fill the pockets of profiteers who attempt to devour my tax dollars and our children. I opt out because I understand that a focus on high stakes tests narrows curriculum and authentic learning and teaching.  I opt out because children living in urban and high poverty areas are being abused at the hands of corporate education reform.

I already see extrinsic rewards at the school; I am keeping my fingers crossed that I will not see any connected to high stakes testing. I heard rumblings on Back to School Night regarding our country’s inability to compete with China – some obviously don’t know Dr. Yong Zhao’s work and the fact that China is desperately attempting to rid itself of high stakes testing which has created a country in which their graduates cannot think or innovate. Educators in China are in shock as they watch us destroy our country at the hands of high stakes testing. We have some of the highest test scores in the world - when we account for poverty. 

The Back to School newsletter included the following message: Our T-CAP scores are in and we did great. Our math status according to the state moved from the Meets category to Exceeds! Our reading held steady in the Meets category and our writing went from Approaching last year to Meets this year.

Of course this is very troublesome as it is sending a message that TCAP scores mean something; I know many of my fellow readers recognize that these tests do nothing to improve student achievement.  Decisions in the district are data driven using TCAP and MAP – neither of which improve student achievement.  Improved tests scores do not mean students can problem solve, create or think conceptually or critically. These test scores tell us we have good test takers and many children that are well fed and have access to books. And....if these tests are the prized assessments we know that there is most certainly teaching to the test occurring in the school.

Budget cuts are also rocking the boat. We have no librarian.  We are very lucky to have a library - many schools across the country do not - and the evidence connecting access to books and increased student reading scores on the NAEP is clear. It is our job to share research and educate. Suburbia is not immune.

My school district is also not immune to the teacher bashing that our country continues to spout. The teachers that are still in these buildings and have not yet jumped ship are a force to be reckoned with – we must support them by continually focusing on best practices and the authentic assessments they share.  We must help to change the narrative by turning away from high stakes testing and leaning forward proudly to share real learning and real teaching.  Our school district is piloting a teacher evaluation program this year – we must watch it closely.

What my school does NOT have is the following - my son does not have to share our building with a charter school – or 6 or 7 for that matter as we see in the Bronx. There are no metal detectors, no children required to follow SLANT.  None of my son’s teachers are TFAs. Our school is not housed in a basement. The students are not required to walk in straight lines wearing orange prison type shirts while the teacher yells, “Boys pick up those feet!”

Is this something to protect? You bet it is. And we can’t protect it by simply continuing to allow our children to take the state test – that is the kiss of death for the public schools. Suburbia is a sitting duck surrounded by casualties that they continue to ignore.

They Want Your Rug. Ask TPS.

What does it feel like to have the rug pulled out from under you?  All of us know this feeling to some extent.  And when you thought the rug was your rug – and someone claims it is not, what do you do?

I have had the rug pulled out from under me many times in my life. But I have never experienced a school closing as a teacher or a parent.  I wonder - what would I do? Now I sit here in Denver seething, then crying, then seething, then wondering who I can punch or what choice words I might email to the judge who upheld the closing of The Project School or the dictator mayor who first recommended it.  Who the hell are they?  What the F&%$ do they know about TPS and the fearless and dedicated parents and teachers? Nothing.

This isn’t their rug – and they took it – without warning, without due process or any intelligent reasoning for its closure – two weeks before school starts.

Now where will the TPS family sit and gather as a community? Their rug is gone. Teachers, parents, children now reeling.

And what do we do about it?  Don’t tell me we need to dialogue with those who negotiate with children’s lives.  Don’t tell me I need to vote for candidates who represent the lesser of two evils in the hopes that this will get better.  This isn’t getting better. This is getting worse. We have children going to schools with 75 to 1 student/teacher ratio, other children attending schools in former banks next to pawn shops, children re-routed on the school bus to find their home in motels, children segregated in schools that look more like prison and parents hoping they get their CHOICE of school for their children, yet the reality is there is only choice for a few.  And we are paying for all of this – we pay for the destruction of our schools and our communities.

I am told TPS is planning to open their doors this August and commence the 2012-2013 school year some how, some way.

And while TPS attempts to pull their community back together, we have got to be louder – locally and nationally.  We have to be more strategic. We have to fight against common core, high stakes testing, value-added measure, turn around and charter/choice.  Spend your time wisely. I have grave concerns regarding time spent analyzing the “test” – why analyze? We know the tests don’t improve student achievement so move on – I don’t give a rat’s ass what these tests look like – we don’t need them. Opt out of this insanity.  I have concerns as we flurry around signing petitions, posting on FB – are we just rats in a cage – do they watch us with amused fascination, then yawn and walk away?  I have serious concerns when anyone asks me to venture into dialogue with corporate reformers in the hopes of coming to some sort of “agreement.”  Don’t be fooled. These people already have agreed to a plan – it’s simple - dismantle public education and profit as quickly as they can before we figure out we are being screwed.  No need to waste your time blabbering with them.

They know what they want.

They want your rug.

If they don’t have it yet, they will come for it soon – and they will yank it hard – because they don’t care about your well-being or your fall as your head hits the ground – they care about their ideology, their money and they protect their own.

In solidarity TPS,

Stand tall and I look forward to the day that I can walk in your doors and sit with you, on your rug, with your beautiful community.  See you this school year.  United Opt Out National is headed your way.

Eye. On. The. Ball.

Do not get distracted. 

We are looking at four key things we need to shut down: high stakes testing, value-added measure, common core and charter/choice - they lose if we shut these down.

Keep your eye on the ball. 

That is the advice I’ve received from a good friend this week whose opinion I trust implicitly.  At United Opt Out National we issued a statement. We revised the final paragraph for clarity. I haven’t commented on any of it personally because I felt that the statement by United Opt Out and the revision which followed said what needed to be said.  I have made some strong connections this week and am grateful for the many discussions that have ensued on blogs, Facebook and through those who personally reached out to me. 

That being said,

Keep your eye on the ball.

We cannot remain passive as organizations which profess to support us advocate for or remain silent in the face of high stakes testing, value-added measure, common core and charter/choice.

It is important to question those who compromise and protect their individual piece of the pie while children suffer, the teaching profession is erased and our country’s public education system is dismantled.  I will not stand by idly while educators assume Obama has their back.

Keep your eye on the ball.

It is important to continue to educate everyone on how to opt out of corporate education reform.  We must not be afraid to share with parents the opt out avenue – worrying about AYP ensures a slow and painful death – do not be afraid.  Tell the truth.  A mass opt out shuts them down. Send that message and share with your community the many ways to opt out of corporate education reform.

We must inform the public that these four things: high stakes testing, value-added measure, common core and charter/choice together are strangling us and will kill us.  Together they create a seamless road to our destruction, therefore all four must go and it is our job to make sure that everyone understands this and takes action however they can.

Keep your eye on the ball.

We can accomplish this.  Our paths will cross as we do this individually and in groups.  Some of us, such as myself, tend to be more extreme and more impulsive – sometimes I hit it just right and sometimes I miss the mark, learn from it and adjust my stance.  This is how I work.  It is who I am. Others are good at working from within – all of these positions are vital to our push forward – we each have our own strengths. Use them.

If the vulture has landed it is our job to target those areas and support those in danger however we can – we must all ask – how can we help?  If the vulture is circling we need to point upwards and make sure our neighbors see it and are prepared. If the vulture is in the distance and cannot be seen, we need to place images in front of our neighbors that help them recognize what is headed their way so that a plan can be put in place to stop them from landing.

We must be ready to attack and we must in mass refuse – however we can – to engage with the lock-step four: high stakes testing, value-added measure, common core and charter/choice.  We must opt out of these four items however we can.  When a door hanger is left on your doorstep, such as the one here, you must know the vulture is nesting in your backyard.

Do not get distracted.

Fight hard.  Do not be afraid to speak your mind.  We are running out of time. The way I see it, the next election will give us two things – a slow torturous death or a bullet through the head.  And to avoid either, we are going to have to fight harder than we’ve ever fought.

My children, your children, will inherit this and I want them to know I did everything I could to fight it with the strengths I have been given.

I will continue to hit hard – it is who I am and it is what I do best – take your strength and push forward as well. 

No distractions.  Eye. On. The. Ball.

Opting Out in Suburbia

My oldest son is headed to a public school next year in a suburb which has felt very minimal consequences from high stakes testing.  He previously attended a Waldorf school where high stakes testing simply doesn't exist. I am now joining the ranks of opt-outers and have begun my journey by putting it all on the table before we even start the school year.  Not only will it be interesting to see my son's transition into public school, it will also be interesting to share my own feelings about opting out now that I am also required to take action as a parent.  Here we go folks. My first letter. I'll keep you posted on our progress.

Hi Mr. ------------,

I thought it would be easier to email you since it said on the website that you respond more quickly to email :)  My name is Peggy Robertson and my son, Sam, is planning to attend -------- next fall - he will be in 8th grade. He has been enrolled at the Denver Waldorf School since the age of four, so this will be quite a transition for him!  I was hoping to visit -------- next week before you close for the summer and would love for Sam to get a peek in the school to get a feel for it.  Do you have any availability next week on Thursday morning?

I also thought I should give you a little background about me - I am a former public school teacher and I am one of the founders of United Opt Out National, the movement to end corporate education reform. If there is anything I can do to support you at --------- please let me know.  I will be opting Sam out of state testing (TCAP and MAPS) as well as any pretest booklets to prepare for these tests.  I wanted to let you know upfront so that it didn't come as a shock once Sam is enrolled. I know that Littleton is having minimal consequences from high stakes testing compared to the rest of the country, but I believe, as many parents and educators do, that if we halt high stakes testing (tied to teacher evaluation, school closings, holding students back a grade due to one standardized test score) we could begin to preserve and improve public schools and end the privatization that is occurring right now. 

Thanks Mr. ------- and I look forward to meeting you! Sam is so excited to attend --------.  Let me know what you think about next week and have a great morning.

Peggy Robertson

Administrator for United Opt Out National

www.unitedoptout.com

www.pegwithpen.com

Thank You Wisconsin

In two days an election will occur that will ripple through my core and bring me to tears, no matter what the outcome. If we win, my emotions will be through the roof.  We owe so much to the people of Wisconsin. And so today I want to say thank you - as I grab your shoulders and look you in the eye with intense gratitude - thank you Wisconsin - my children thank you - our country thanks you. On election day I will get on the phone and call Wisconsin voters for several hours to remind folks to get out and vote.  It’s a small gesture, and not enough to thank those in Wisconsin who stood up for all of us across the country in a fight to save our democracy.

I owe much to Wisconsin.  Madison woke me up and with that awakening came a roaring from inside that could no longer be contained – years of anger with being silenced as a public school educator – years of watching our society look down on teachers while I smiled gracefully yet had no strategy for response – these years came to an end.

My first blog post “Are You There, Mr. President? Madison is Calling” was shared by Anthony Cody at Living in Dialogue - and after that I shut a door and opened another.  No longer could I sit back and watch from the sidelines.  No longer could I be content not understanding what was going on.  No longer did I blindly trust.  No longer did I assume I didn’t know enough, wasn’t smart enough or articulate enough to speak the truth.  Suddenly I realized the power I possessed – I was a teacher – I know how to teach and I can support others in learning how to end this madness called corporate education reform. We teachers often underestimate our talent, skill and knowledge - and society continues to try to keep us down.

While many called me obsessed (and still do), I recognized that I could no longer worry about what others thought about my intense focus on saving public education.  There was no time to doubt myself, it was time to act. It was time to be brave. I owed it to the children of our country who were suffering and whose voices to this day continue to be ignored.

I am often asked – has this changed me? Yes.  Am I hardened and cold with hatred flashing in my eyes?  Sometimes.  But mostly not.  Mostly I am scared and forever in awe that this is truly happening to our country while we continue to eat, sleep and watch our children grow. It seems unreal.  It drives me to write and put on paper what I cannot see in the faces of those around me – where is the urgency? Where is the face of anger and disbelief seen on those who have been robbed?  I am told everyone is so busy. The economy is so bad. I agree. But I also believe that if mainstream media focused on the dismantling of our democracy and the privatization of our public schools – if they shared the truths that education activists know – I do believe then, an uprising would be inevitable.  Every day we get closer and every day the resistance grows.

So, I do have great hope on Tuesday. But, I admit, I am scared. I am surrounded by many who have no interest in seeing Dictator Walker out of office. I am surrounded by many who hate unions and teachers and who believe this testing madness is good.  It is hard to continue this fight in an environment filled with those who do not understand that their democracy is crumbling.  So, while I am scared, angry and forever trying to grasp this reality that seems like a science fiction novel, I am also continually reminding myself to be patient with those who do not understand what is happening. I will continue to educate and create awareness.

This Tuesday, I will wait and watch, much like I did over a year go, when the people of Madison stood in the capitol chanting day and night - demanding to be heard.  I watched for days on end from my computer while intermittently turning on the TV to find nothing - nothing.  This memory of nothing to this day chills my soul - this country owned by corporations - telling the people of our country nothing.    

Today I send Wisconsin gratitude,  hope, love and the belief that together we indeed can end the privatization of our country and the dismantling of our democracy. 

Let us hope for one step forward. Yet, if there is one step back, I will be waiting. Ever so patiently.  Please turn to find me, and when you do, grab my hand tightly – and together - we will all walk forward once again. 

Sell Outs.

I just read a government document entitled Transforming the Teaching Profession which is signed by – among others – Randi Weingarten (AFT president) and Dan Van Roekel (NEA president).  I read this document and was highly impressed by the vague wording that made it sound like a kumbaya moment – yet, for those who know the true meaning, it’s more of the same garbage which hinges everything on teachers, standardized test scores and throws in a few lines about student health and nutrition at the end.

I shared the document on Facebook and commented, including Randi directly in my comment so she could see my thoughts. I wrote, “And signed by those who negotiate with children's lives - Randi Weingarten and Dennis Van Roekel. Love the vague wording. Just spit it out and call it what it is. The layman would need a secret decoder to understand it. But no worries, as they say, ‘It is in this spirit of collaboration that we offer this joint statement on elevating the teaching profession to improve the education of our students.’ ”

Randi wrote back, “Actually it is similar to what the countries that outcompete us do- its a value statement”

I wrote, “Yes, and it is clear to me what is valued by those who signed it. Yet, as I stated, I don't believe it is clear to the rest of the country. Lots of vague wording that really translates to a focus on standardized test scores with minimal if any attention to sheltering children from poverty. Stephen Krashen says it best.” http://blogs.edweek.org/teachers/living-in-dialogue/2012/04/stephen_krashen_pulls_the_rug.html

Let me give a few examples from the document.  This statement comes toward the end of the document – rather telling simply in its placement at the end:  Further, we must be prepared to get the best teachers and principals to the highest-need students (including low-income students, minority students, English learners, and students with disabilities), and to ensure that all students have access to the other resources (such as technology; instructional materials; and social, health, and nutritional services) necessary to support their academic success.

Yes – first teachers who supposedly can overcome anything and then.....the other resources. 

So, in order of importance concerning “the other resources” we have:

Technology

Instruction materials

Social, health and nutritional services.

Wow.

And last but not least we have a discussion regarding communities – you know - those communities they are destroying as organizations charged with protecting children embrace corporate education reform ideology?  

Here’s the “Engaged Communities” piece at the end of the document: Finally, no community can flourish unless its children are safe, healthy, well-nourished, and well-educated; and no school can be a strong pillar of a thriving community without deep community responsibility for and ownership of the school’s academic success. Thus, recognizing that the fate of communities and their schools are inextricably linked, we must make schools stronger by educators embracing community resources, expertise, and activities; and we must make communities stronger by anchoring them around highly effective schools.

It really sounds lovely, especially the whole flourishing part. This final piece is going to be damn hard to put in place with kids scattered all over the map as they jump on a bus headed to a charter school.  It’s going to be really hard for teachers to engage with their communities when they are fired and replaced by SCABS – also supported by those who signed the document - as noted in the section titled Top Talent, Prepared for Success (where they discuss embracing alternative pathways to entering the teaching profession).  Can't imagine where all these community resources are going to come from considering all of our tax dollars are spent on high stakes testing.  And what ownership? Really?  They've stripped communities of all ownership.

The introduction to the three page document makes the focus and the need for collaboration clear – and it doesn’t include protecting children from poverty.

Improving student learning and educational equity require strong, consistent, and sustained collaboration among parents, teachers, school boards, superintendents and administrators, business leaders, and the community. And such improvements require that we all take responsibility for the academic and social well-being [underline added] of the students in our charge. It is in this spirit of collaboration that we offer this joint statement on elevating the teaching profession to improve the education of our students.

Academic and social well-being? Kind of hard if you’re hungry, tired or sick like the 21% of our children currently living in poverty.  What about them? How about physical and mental well-being?  Quit feeding the children high stakes tests while placing student and teachers in institutions ruled by fear – try that for starters.

Can you imagine how different things would be if they would write value statements about protecting children from poverty?

These are the kind of documents that make me want to spit nails – BS documents that are signed by those who are charged with protecting children.  Sell outs. Get them out of office and get in some real leaders who don’t negotiate with educators’ and children’s lives. And visit us at United Opt Out National to join our new Don't Negotiate campaign.